Difference between revisions of "General Information about Effective Strategies of Language Learning courses"
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'''Tag(s)''': strategies, vocabulary, children
'''Tag(s)''': strategies, vocabulary, children
Revision as of 16:37, 26 September 2012
Author: Diane Hamilton
Abstract: The course will provide basic education on phonemic awareness, provide training in skills and strategies needed for supporting students’ phonemic awareness development, and encourage the use of phonemic awareness training activities in kindergarten classrooms.
Course Objective: After taking this mini-course, participants should be able to: 1State the meaning of phonemic awareness. 2 State the difference between phonemic awareness training and phonics instruction. 3 State the role of phonemic awareness in early reading. 4 Demonstrate phonemic awareness training strategies. 5 Classify phonemic awareness activities and phonics instruction activities. 6 Choose to support phonemic awareness development by incorporating phonemic awareness training activities in classroom instruction.
Tag(s): phonemic awareness, kindergarten
Author: Yueh-Chen Weng
Abstract: This mini course presents for teachers how to help students engage in deep understandings of literature by using classroom discussion. The mini course has two units. Unit One states that the introduction of the course and the classroom discourses. Unit Two addresses that how to apply classroom discourses to improve literary understanding.
Course Objective: After finishing the course, learners can apply the discussion-based approaches to improve literary understanding through classroom conversation.
Tag(s): discussion based approach, literary understanding
Author: Melissa Filotas
Abstract: The course will introduce strategies that teachers can use help their students to improve their comprehension of readings. The strategies are categorized as 1) pre-reading strategy 2) narrative strategy 3) expository strategy 4) vocabulary strategies and at the end, the course will state strategy integration benefits.
Course Objective: Upon the completion of the course, teachers will be able to apply multiple strategies being learned in this course in their classroom in order to enhance students’ reading comprehension.
Tag(s): reading strategies, early grades, reading comprehension
Author: Lindsey Alongi
Abstract: This course is being designed to demonstrate how synchronous and asynchronous means of online communication (i.e. blogs, instant messaging/video services, e-mail, and networking sites) increase and enhance communication opportunities and fluency in foreign language (FL) classroom.
Course Objective: By completing this course, foreign language teachers will be able to: 1) Recognize and understand the need to incorporate authentic communication using online tools by comparing online methods with traditional classroom practices. 2) Design and implement communication activities using social networking tools in the classroom. 3) State the benefits and opportunities of online communication for foreign language learners.
Tag(s): foreign language, synchronous and asynchronous online communication
Author: Anna Maria Wing
Abstract: This course is a professional development course that would guide teachers toward the benefits of using Computer-Supported Collaborative Learning (CSCL) to improve student writing literacy. The course will first introduce teachers to CSCL, its purposes, and how it can be used, and then will examine how to use several different specific web tools to improve student writing.
Course Objective: By the completion of this course, you should be able to define computer-supported collaborative learning (CSCL), demonstrate the ability to use web-based tools to support collaborative student writing, such as TitanPad (an easy to use wiki website), and analyze and evaluate the benefits of using collaborative activities to increase writing skills.
Tag(s): witing Instruction, Computer-Supported Collaborative Learning (CSCL)
Author: He Zhou
Abstract: The course is designed for students who are preparing to take TOEFL ibt test. The mini-course teaches non-English native students to learn to write TOEFL ibt essays step by step. The course moves students from initial understanding of the writing task to learn to compose an essay individually.
Course Objective: After finishing this mini course on TOEFL independent writing task instruction, learners will get clearer information and a comprehensive understanding on TOEFL ibt independent writing task requirements, develop a new set of writing skills accustomed to achieve a decent score on TOEFL ibt independent writing task, acquire a series of test-taking strategies and experience some attitudinal changes towards the TOEFL writing test and gain more confidence in English writing.
Tag(s): TOEFL ibt test, essay writing
Author: Matthew Gunderman
Abstract: This course introduces iBT TOEFL Speaking. The iBT TOEFL is the most widely used assessment in the world for English language proficiency. For students wanting to attend university in an English speaking country, success on the iBT TOEFL is usually a prerequisite. In this course we will concentrate on the skills you will need to do well on the SPEAKING portion of the test.
Course Objective: After completing this course you will be able to: Distinguish between the different parts of the speaking test Identify the scoring criteria used to grade your responses Familiarize yourself with the independent and integrated portions of the test Use a variety of strategies to help improve your test score
Tag(s): iBT TOEFL Speaking, test techniques
Author: Chaeyoung Jun
Abstract: The course teaches teacher to use reading-aloud and dramatizing stories as teaching strategies to foster children’s vocabulary learning.
Course Objective: Participants will be able to help students aggrandize the amount of vocabulary through reading books aloud and be able to apply vocabulary teaching strategies with combining and implementing retelling and drama.
Tag(s): strategies, vocabulary, children
Author: Wesam Saleh
Abstract: In this course we are going to look at the most important part of written English grammar, which is for many, a very confusing place to be—The world of Punctuation! During the process of typing or writing something, we normally have an inner voice, inside our head, talking as we do it. However, when another person reads that text, those words do not easily transfer back to the original voice. Punctuation help to give structure and meaning to the sentences that have been written down on the paper. Punctuation exists in all languages, but the rules can be very different from one to the other.
Course Objective: By the end of this course, you will be able to identify the importance of punctuation in written English, punctuate simple sentences correctly, and punctuate a full paragraph correctly.
Tag(s): English Punctuation, ESL
Author: Ben Blanchard
Abstract: This course introduces data-driven language learning through using corpora and concordancing as language learning resources.
Course Objective: Upon completion of this course, you should be able to create lessons using the principles of data-driven language learning, be familiar with the ideas of language corpora and concordancing software, have a working familiarity with at least one web-based concordancer application and be able to extract useful output from a concordance.
Tag(s): language learning, data-driven, corpora, concordancing
Author: Barbara Recchio-Demmi
Abstract: This mini-course is designed for students completing a Spanish III Regents level course where the ability to converse in the target language forms a significant portion of the state assessment. The course will teach students to use VoiceThread as a tool to improve vocabulary, improve pronunciation, assist students in constructing well-developed responses through reflection, and decreases language use inhibition.
Course Objective: It is intended that, by the termination of the VoiceThread project, students will be able to: recognize and use the future verb tense in Spanish ,define how VoiceThread works and how to leave comments in written and recorded form , construct a lively and interactive class discussion in the target language surrounding the chosen topic , utilize good control of the Spanish language exemplified by good grammar,good vocabulary and good pronunciation and demonstrate a growth of language ability utilizing the future tense through group conversations .
Tag(s): Spanish language learning, VoiceThread, Spanish III Regents level
Author: Kurt Hassenpflug
Abstract: The focus of this course is the training and instruction of New York State English Language Arts teachers at the secondary level in the sequential arts medium.
Course Objective: In this mini-course, you will learn about what sequential art consists of, why it is beneficial in the classroom, and some methodologies of incorporating it into your instruction. Ultimately, your goal for the end of the course will be to create a one-week unit plan that successfully uses sequential art in classroom instruction.
Tag(s): sequential art, English Language Arts, teacher education
Author: Sapphire Gimenez
Abstract: This course introduces the concept of syllabication, the concept of a grapheme, phoneme and phonogram, and shows one method of introducing a rule in the JMLAP (Jubilee Montessori Language Arts Program).
Course Objective: The goal of this mini course is to introduce you to the JMLAP progression of becoming a great speller.
Tag(s): JMLAP, syllabication, grapheme, phoneme, phonogram
Author: Stephanie Ames
Abstract: This course is designed for reading teachers, and the course introduces teachers to identify different types of texts, and leads them to investigate and examine the difficulty of specific reading layout and structure and the appropriate reading strategies to use for helping students overcome comprehension difficulties.
Course Objective: Learners will be able to apply appropriate reading strategies in enhancing students’ comprehension to diverse types of reading, and will be able to create authentic situations that will encourage students to become strategic, independent, readers in their classroom.
Tag(s): reading difficulties, reading strategies
Author: Bonnie Blood
Abstract: This online course provides modules for educators to interactively learn from. Educators will learn how students make meaning out of written text, and will learn and be able to demonstrate key strategies for developing comprehension through reading.
Course Objective: Educators will be able to identify the need for reading for context, and be able to understand what their own students are lacking in this area, will distinguish between types of text used in different academic disciplines, and will note which active reading strategies are best employed when decoding each type of text, will master strategies to encourage students to use active reading strategies to help decipher challenging text, and design learning activities to assist students in working with active reading strategies, and becoming confident in using them on their own.
Tag(s): high school, reading for understanding
Author: Christina Nash
Abstract: This four unit course is designed to help English Language Arts teachers create a curriculum unit that uses Instructional Conversation and Fan Fiction to increase student/text involvement through asynchronous online discussions and the collaborative creation of a Fan Fiction piece.
Course Objective: Learners will create a basic unit outline that integrates the use of Instructional Conversation and Fan fiction by using Google Doc for the purpose of classroom instruction.
Tag(s): Instructional Conversation, Fan fiction, Google Doc
Title: Let's Speak Chinese!
Author: Yang Huang
Abstract: This is a mini-course that guide students who learn Chinese as a second language to learn to speak Chinese.
Course Objective: Learners will increase your store of Chinese vocabulary to include food and drink, and will be able to use the vocabulary relating to food and drink to express your general feelings regarding various types of food, including asking and answering questions of that nature.
Tag(s): spoken Chinese learning
Author: Huei-Cheng Lin
Abstract: The instructor in this mini-course uses communicative language teaching approach to teach four mini Chinese lessons.
Course Objective: Students will be able to count 1 to 10 in Chinese; recognize 1-10 in Chinese characters in random order; write 1-10 in Chinese characters in correct stroke order; tell the basic 3 principles of stroke orders; express and respond to gratitude properly in Chinese; apologize and to reply properly in Chinese.
Tag(s): communicative method; Chinese language learning
Author: Christopher Compson
Abstract: This course introduces the concept and purpose of collaborative writing in online environment, and various forms of collaborative writings as well. Course Objective: In completing this course, participants will be able to provide rich collaborative writing opportunities using online environments.
Tag(s): collaborative writing, online environments
Title: Gaming in an ESL Classroom: An Instructional Case Ildefonso Portfolio
Author: Ildefonso Correas Apelanz
Abstract: This project is intended to be used as a Lesson Plan to be part of a larger project of an ESL Curriculum. In addition, it will provide a real example for teachers/instructors to see how a video game can be used in the class.
Course Objective: The expected outcomes of this lesson can be part of larger curriculum that attempts to provide ESL instruction through nontraditional methods, materials and delivery actively engaging learners who have little to non-exposure to the traditional school settings as it is recognized here in the US.
Tag(s): ESL teaching strategy, video game
Author: George Ryon
Abstract: A key part of becoming literate is phonological awareness. To help students with this great task, this mini-course aims to help teachers add mobile devices to their bag of tools.
Course Objective: At the end of this mini-course, students will be able to: state what digital media is; identify the parts of mobile devices; describe the key components of phonological awareness; evaluate software and how it can be applied to a lesson; develop supplemental activities to accompany the software; facilitate the use of mobile devices with their students.
Tag(s): phonological awareness, digital mobile device